Tracking Health and Wellness Applications of Brain Science

inattentive

Does ADHD medication treatment in childhood increase adult employment?

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Although ADHD used to be con­sid­ered a dis­or­der of child­hood, fol­low-up stud­ies indi­cate that between 30% and 60% of chil­dren with ADHD con­tin­ue to expe­ri­ence symp­toms and impair­ment in adult­hood. And, even when ADHD symp­toms decline over time, many indi­vid­u­als con­tin­ue to expe­ri­ence sig­nif­i­cant impair­ment in impor­tant areas of func­tion­ing.

For exam­ple, chil­dren with ADHD have [Read more…] about Does ADHD med­ica­tion treat­ment in child­hood increase adult employ­ment?

10% Students may have working memory problems: Why does it matter?

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Work­ing mem­o­ry is our abil­i­ty to store and manip­u­late infor­ma­tion for a brief time. It is typ­i­cal­ly mea­sured by dual-tasks, where the indi­vid­ual has to remem­ber an item while simul­ta­ne­ous­ly pro­cess­ing a some­times unre­lat­ed piece of infor­ma­tion. A wide­ly used work­ing mem­o­ry task is the read­ing span task where the indi­vid­ual reads a sen­tence, ver­i­fies it, and then recalls the final word. Indi­vid­ual dif­fer­ences in work­ing mem­o­ry per­for­mance are close­ly relat­ed to a range of aca­d­e­m­ic skills such as read­ing, spelling, com­pre­hen­sion, and math­e­mat­ics. Cru­cial­ly, there is emerg­ing research that work­ing mem­o­ry pre­dicts learn­ing out­comes inde­pen­dent­ly of IQ. One expla­na­tion for the impor­tance of work­ing mem­o­ry in aca­d­e­m­ic attain­ment is that because it appears to be rel­a­tive­ly unaf­fect­ed by envi­ron­men­tal influ­ences, such as parental edu­ca­tion­al lev­el and finan­cial back­ground, it mea­sures a student’s capac­i­ty to acquire knowl­edge rather than what they have already learned.

How­ev­er lit­tle is known about the con­se­quences of low work­ing mem­o­ry capac­i­ty per se, inde­pen­dent of oth­er asso­ci­at­ed learn­ing dif­fi­cul­ties. In par­tic­u­lar, it is not known either what pro­por­tion of stu­dents with low work­ing mem­o­ry capac­i­ties has sig­nif­i­cant learn­ing dif­fi­cul­ties or what their behav­ioral char­ac­ter­is­tics are. The aim of a recent study pub­lished in Child Devel­op­ment (ref­er­ence below) was to pro­vide the first sys­tem­at­ic large-scale exam­i­na­tion of the cog­ni­tive and behav­ioral char­ac­ter­is­tics of school-aged stu­dents who have been iden­ti­fied sole­ly on the basis of very low work­ing mem­o­ry scores.

In screen­ing of over 3000 school-aged stu­dents in main­stream schools, 1 in 10 was iden­ti­fied as hav­ing work­ing mem­o­ry dif­fi­cul­ties. There were sev­er­al key find­ings regard­ing their cog­ni­tive skills. The first is that the major­i­ty of them per­formed below age-expect­ed lev­els in read­ing and math­e­mat­ics. This sug­gests that [Read more…] about 10% Stu­dents may have work­ing mem­o­ry prob­lems: Why does it mat­ter?

New Study Supports Neurofeedback Treatment for ADHD

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Neu­ro­feed­back — also known as EEG Biofeed­back — is an approach for treat­ing ADHD in which indi­vid­u­als are pro­vid­ed real-time feed­back on their brain­wave pat­terns and taught to alter their typ­i­cal EEG pat­tern to one that is con­sis­tent with a focused, atten­tive state. This is typ­i­cal­ly done by col­lect­ing EEG data from indi­vid­u­als as they focus on stim­uli pre­sent­ed on a com­put­er screen. Their abil­i­ty to con­trol the stim­uli, for exam­ple, keep­ing the smile on a smi­ley face, is con­tin­gent on main­tain­ing the par­tic­u­lar EEG state being trained. Accord­ing to neu­ro­feed­back pro­po­nents, learn­ing how to do this dur­ing train­ing gen­er­al­izes to real world sit­u­a­tions and this results in improved atten­tion and reduced hyperactive/impulsive behav­ior.

Neu­ro­feed­back treat­ment for ADHD has been con­tro­ver­sial in the field for many years and remains so today. Although a num­ber of pub­lished stud­ies have report­ed pos­i­tive results many promi­nent ADHD researchers believe that prob­lems with the design of these stud­ies pre­clude con­clud­ing that neu­ro­feed­back is an effec­tive treat­ment. These lim­i­ta­tions have includ­ed the absence of ran­dom assign­ment, the lack of appro­pri­ate con­trol groups, raters who are not ‘blind’ to chil­dren’s treat­ment sta­tus, and small sam­ples. For addi­tion­al back­ground, you can find a recent review I wrote on exist­ing research sup­port for neu­ro­feed­back treat­ment of ADHD — along with links to exten­sive reviews of sev­er­al recent­ly pub­lished stud­ies -: How Strong is the Research Sup­port for Neu­ro­feed­back in Atten­tion Deficits?

- Results from a New Study of Neu­ro­feed­back -

Recent­ly, a study of neu­ro­feed­back treat­ment for ADHD was pub­lished that address­es sev­er­al lim­i­ta­tions that have under­mined pri­or research [Gevensleben, et al., (2009). Is neu­ro­feed­back an effi­ca­cious treat­ment for ADHD? A ran­dom­ized con­trolled clin­i­cal tri­al. Jour­nal of Child Psy­chol­o­gy and Psy­chi­a­try.]

The study was con­duct­ed in Ger­many and began with 102 chil­dren aged 8 to 12. All had been care­ful­ly diag­nosed with ADHD and approx­i­mate­ly over 90% had nev­er received med­ica­tion treat­ment. About 80% were boys. Chil­dren were ran­dom­ly assigned to [Read more…] about New Study Sup­ports Neu­ro­feed­back Treat­ment for ADHD